What’s New and In the Queue for Academic Medicine

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What’s New: A Preview of the June Issue
The June issue of Academic Medicine is now available! Read the entire issue online at academicmedicine.org or on your iPad using the Academic Medicine for iPad app. The June issue is a theme issue on professional identity formation. Highlights include:

The Becoming: Students’ Reflections on the Process of Professional Identity Formation in Medical Education
Sharpless and colleagues, a chorus of medical students and residents, offer their individual first-person experiences of developing a professional identity during their training.

Comics and Medicine: Peering Into the Process of Professional Identity Formation
Green found creating a comic may improve medical students’ skills and attitudes including empathy, communication, clinical reasoning, and bias awareness. Comics reveal the impact of formative events on students’ professional identity formation. A blog post on this article is available.

Reimagining the Self at Late-Career Transitions: How Identity Threat Influences Academic Physicians’ Retirement Considerations
Onyura and colleagues interviewed academic physicians interested in late-career and retirement planning issues and found many experienced identity threats that influenced their decisions on retirement. A blog post on this article is available.

What’s In the Queue: A Sneak Peek
Here’s a preview of a soon-to-be-published research report by Beck and colleagues.

The Importance of Situational Awareness: A Qualitative Study of Families’ and Nurses’ Perspectives on Teaching During Family Centered Rounds
Jimmy Beck, MD, Rebecca Meyer, MD, MEd, Terry Kind, MD, MPH, and Priti Bhansali, MD


Family-centered rounds (FCR) have become a leading model for pediatric inpatient rounding. During FCR, faculty must balance trainees’ educational needs with patient care priorities. Investigators have examined trainees’ views on effective teaching during FCR, but none have evaluated what family members and nurses consider to be effective teaching behaviors of attending physicians. The authors sought to explore family members’ and nurses’ perspectives on effective teaching behaviors during FCR.

The authors conducted (2012–2013) a qualitative study of families and nurses at an academic children’s hospital where FCR is the standard model for inpatient rounds. Nurses and families familiar with FCR participated in separate focus groups. The authors reviewed focus group transcripts using techniques of qualitative content analysis; they generated codes and developed categories, supported by illustrative quotations.

Fifteen nurses and 13 family members participated in the focus groups. The unifying theme was that situational awareness on behalf of the attending physician is essential for FCR to be educational for all participants. The authors identified four categories of awareness—(1) cognitive factors, (2) logistics and time management, (3) physical environment, and (4) emotional state—and developed a set of effective teaching strategies based on participants’ comments.

The findings of this study support previous work identifying effective FCR teaching strategies, but this study is the first to include the perspectives of families and nurses. The inclusion of these participants provides a framework for faculty development and training to improve the educational value of FCR.

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